EL FENOMENO SIGNIFICADO Y SU ESTUDIO EN EL CUIDADO MATERNO PERINATAL

The Effective Professional

General Statement:

The College of Education’s Conceptual Framework provides direction for the development of effective professionals. It is a living document that continuously evolves as opportunities and challenges emerge. The four components of the CF are the institutional standards used for candidate assessment in undergraduate and graduate programs. They are Knowledge of the Learner (KL), Strategies and Methods (SM), Content

Knowledge (CK), and Professional Standards (PS). Diversity, Technology, and Dispositions are included in the assessment process as themes that are integrated throughout all programs in the educational unit.

Knowledge of Learner

Candidates’ understanding of the learner which is necessary to provide effective and equitable instruction

The educational unit prepares candidates to demonstrate and value sensitivity to the needs of all learners. Candidates acquire an understanding of learners as individuals and incorporate this knowledge as they progress through their educational experiences at Southeastern. As effective professionals, they continue that practice throughout their careers. Diversity and Dispositions are integral parts of the program, and Technology is integrated throughout the program.

Strategies and Methods

Strategies and methods appropriate to each program within the educational unit which are necessary to develop effective professionals

The effective professional demonstrates best practices through inquiry, creativity, and reflective thinking. Constructive and reflective problem-solving processes require the effective professional to consider and

integrate complex information. Diversity and Dispositions are integral parts of the program, and Technology is integrated throughout the program.

Candidates’ thorough understanding of the content appropriate to the area of specialization

Candidates exhibit depth of knowledge in their area of specialization and breadth of understanding of general subjects within the educational unit. Diversity and Dispositions are integral parts of the program, and

Technology is integrated throughout the program.

Professional Standards

Established criteria that guide effective professionals in each discipline area

The educational unit is based on professional standards that enable candidates to develop the knowledge, skills, and dispositions to become effective professionals. University course objectives and learner outcomes are aligned with national, state, and institutional standards. Candidates incorporate professional standards as they progress through their educational experiences at Southeastern and continue that practice throughout their careers. Diversity and Dispositions are integral parts of the program, and Technology is integrated throughout the program.

Mission Statement: The College of Education exists to serve communities, develop effective professionals,

and implement innovative programs.

Vision Statement: The faculty of the College of Education sets the standard for excellence through best

practices.

The following definitions are offered to help the reader understand the conceptual framework:

Diversity: All forms of differences among all levels of learners.

Technology: Access and delivery for assessment, problem solving, and productivity.

Dispositions: Values, beliefs, attitudes the foundation of the profession.

Knowledge of the Learner: The cognitive, physical, emotional, social development of the learner.

Strategies and Methods: The tools and processes for effective pedagogical practice.

Content Knowledge: The core concepts, ideas, and theories of the specific content area being taught.

Professional Standards: The valued goals and outcomes in a specific content area to be mastered by the

learner

Terminology specific to Initial Special Education Professionals in Early Childhood Special Education/Early Intervention (Birth to Eight) standards:

• Infants and Young Children: all children birth to age 8 years

• Exceptional Needs: in response to Exceptional Learning Needs (ELN) specified in the CEC standards, “infants and young children with exceptional needs” will be used, and not Exceptional Learning Needs, because infants and young children have developmental needs as well as learning needs

• Infants and Young Children with Exceptional Needs: refers to infants and young children, birth to age 8 years, who have, or are at risk for, developmental delays and disabilities

• Development and Learning: terms to be used, and in that order, to convey the focus of the following knowledge and skills for personnel – to support the developmental and learning needs of infants and young children, and their families • Individualized family services plan/Individualized education program: The language of the standards requires spelling out IFSP and IEP. K&S suggests using “family or educational plan” to (a) simplify the expressions and (b) include Canadian terminology in the standards. Division for Early Childhood respectfully requests the use of “individualized plan” to simplify the language since the IFSP is an educational plan, too

• Developmental Domains: Term to be used to simplify the listing of the five developmental domains specified in federal law – cognitive, communicative, social-emotional, motor, and adaptive development

• Settings for Infants and Young Children: to avoid lists, these settings refer to home, community-based, and school- based settings

• Developmental and academic content refers to curriculum

Initial Special Education Professionals in Early Childhood Special Education/ Early Intervention (Birth to Eight)

Standard 1: Foundations

Knowledge

ICC1K1

Models, theories, philosophies, and research methods that form the basis for special education practice

ICC1K2

Laws, policies, and ethical principles regarding behavior management planning and implementation

ICC1K3

Relationship of special education to the organization and function of educational agencies

ICC1K4 Rights and responsibilities of individuals with exceptional learning needs, parents, teachers, and other professionals, and schools related to exceptional learning needs

ICC1K5 Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds

ICC1K6 Issues, assurances, and due process rights related to assessment, eligibility, and placement within a continuum of services

ICC1K7

Family systems and the role of families in the educational process

ICC1K8

Historical points of view and contribution of culturally diverse groups

ICC1K9

Impact of the dominant culture on shaping schools and the individuals who study and work in them

ICC1K10

Potential impact of differences in values, languages, and customs that can exist between the home and school

ECSE1K2 Trends and issues in early childhood education, early childhood special education, & early intervention

Skills

ICC1S1 Articulate personal philosophy of special education

ECSE1S1 Implement family services consistent with due process safeguards

Standard 2: Development and Characteristics of Learners

Knowledge

ICC2K1 Typical and atypical human growth and development

ICC2K2 Educational implications of characteristics of various exceptionalities

ICC2K3 Characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning

needs and the family

ICC2K4 Family systems and the role of families in supporting development

ICC2K5 Similarities and differences among individuals with exceptional learning needs

ICC2K6 Similarities and differences of individuals with and without exceptional learning needs

ICC2K7 Effects of various medications on individuals with exceptional learning needs

ECSE2K1 Theories of typical and atypical early childhood development

ECSE2K2 Biological and environmental factors that affect pre-, peri-, and postnatal development and learning

ECSE2K3 Specific disabilities, including the etiology, characteristics, and classification of common disabilities in infants

and young children, and specific implications for development and learning in the first years of life

ECSE2K4 Impact of medical conditions and related care on development and learning

ECSE2K5 Impact of medical conditions on family concerns, resources, and priorities

ECSE2K6 Factors that affect the mental health and social-emotional development of infants and young children

ECSE2K7 Infants and young children develop and learn at varying rates

Skills

ECSE2S1 Apply current research to the five developmental domains, play and temperament in learning situations

Standard 3: Individual Learning Differences

Knowledge

ICC3K2 career development

ICC3K3

Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling

ICC3K4

Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction

ICC3K5

Differing ways of learning of individuals with exceptional learning needs, including those from culturally diverse backgrounds and strategies for addressing these differences

ECSE3K1 Impact of child’s abilities, needs, and characteristics on development and learning ECSE3K2 Impact of social and physical environments on development and learning

Skills

ECSE3S1

Develop, implement, and evaluate learning experiences and strategies that respect the diversity of infants and young children, and their families

ECSE3S2 Develop and match learning experiences and strategies to characteristics of infants and young children

Standard 4: Instructional Strategies

Knowledge

ICC4K1 Evidence-based practices validated for specific characteristics of learners and settings

ECSE4K1 Concept of universal design for learning

Skills

ICC4S1 Use strategies to facilitate integration into various settings

ICC4S2 Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their needs

ICC4S3

Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs

ICC4S4 Use strategies to facilitate maintenance and generalization of skills across learning environments

ICC4S5 Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem

ICC4S6 Use strategies that promote successful transitions for individuals with exceptional learning needs

ECSE4S1 Plan, implement, and evaluate developmentally appropriate curricula, instruction, and adaptations based on knowledge of individual children, the family, and the community

ECSE4S2 Facilitate child-initiated development and learning

ECSE4S4 Link development, learning experiences, and instruction to promote educational transitions

ECSE4S5

Use individual and group guidance and problem-solving techniques to develop supportive relationships with and among children

ECSE4S6 Use strategies to teach social skills and conflict resolution

ECSE4S7

Use a continuum of intervention strategies to support access of young children in the general curriculum and daily routines

ECSE4S8 Implement and evaluate preventative and reductive strategies to address challenging behaviors

Standard 5: Learning Environments/Social Interactions

Knowledge

ICC5K1 Demands of learning environments

ICC5K2

Basic classroom management theories and strategies for individuals with exceptional learning needs

ICC5K3 Effective management of teaching and learning

ICC5K4

Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs

ICC5K5 Social skills needed for educational and other environments

ICC5K6 Strategies for crisis prevention and intervention

ICC5K7 Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world

ICC5K8

Ways to create learning environments that allow individuals to retain and appreciate their own and each other’s respective language and cultural heritage

ICC5K9 Ways specific cultures are negatively stereotyped

ICC5K10 Strategies used by diverse populations to cope with a legacy of former and continuing racism

None in addition to Common Core

Skills

ICC5S1

Create a safe, equitable, positive, and supportive learning environment in which diversities are valued

ICC5S2 Identify realistic expectations for personal and social behavior in various settings

ICC5S3 Identify supports needed for integration into various program placements

ICC5S4 Design learning environments that encourage active participation in individual and group activities

ICC5S5 Modify the learning environment to manage behaviors

ICC5S6

Use performance data and information from all stakeholders to make or suggest modifications in learning environments

ICC5S7 Establish and maintain rapport with individuals with and without exceptional learning needs

ICC5S8 Teach self-advocacy

ICC5S9 Create an environment that encourages self-advocacy and increased independence

ICC5S10 Use effective and varied behavior management strategies

ICC5S11

Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs

ICC5S12 Design and manage daily routines

ICC5S13

Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences

ICC5S14

Mediate controversial intercultural issues among individuals with exceptional learning needs within the learning environment in ways that enhance any culture, group, or person

ICC5S15 Structure, direct, and support the activities of para-educators, volunteers, and tutors

ICC5S16 Use universal precautions

ECSE5S1

Select, develop, and evaluate developmentally and functionally appropriate materials, equipment, and environments

ECSE5S2

Organize space, time, materials, peers, and adults to maximize progress in natural and structured environments

ECSE5S3 Embed learning opportunities in everyday routines, relationships, activities, and places

ECSE5S4

Structure social environments, using peer models and proximity, and responsive adults, to promote interactions among peers, parents, and caregivers

ECSE5S5

Provide a stimulus-rich indoor and outdoor environment that employs materials, media, and adaptive and assistive technology, responsive to individual differences

ECSE5S6

Implement basic health, nutrition and safety management procedures for infants and young children

ECSE5S7

Use evaluation procedures and recommend referral with ongoing follow-up to community health and social services

Standard 6: Language

Knowledge

ICC6K1 Effects of cultural and linguistic differences on growth and development

ICC6K2

Characteristics of one’s own culture and use of language and the ways in which these can differ from other cultures and uses of languages

ICC6K3

Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding

ECSE6K1 motor development

ECSE6K2 Impact of language delays on behavior

Skills

ICC6S1

Use strategies to support and enhance communication skills of individuals with exceptional learning needs

ICC6S2

Use communication strategies and resources to facilitate understanding of subject matter for individuals with exceptional learning needs whose primary language is not the dominant language

ECSE6S1

Support and facilitate family and child interactions as primary contexts for development and learning

ECSE6S2

Support caregivers to respond to child’s cues and preferences, establish predictable routines and turn-taking, and facilitate communicative initiations

ECSE6S3 Establish communication systems for young children that support self-advocacy

Standard 7: Instructional Planning

Knowledge

ICC7K1 Theories and research that form the basis of curriculum development and instructional practice

ICC7K2 Scope and sequences of general and special curricula

ICC7K3 National, state or provincial, and local curricula standards

ICC7K4 Technology for planning and managing the teaching and learning environment

ICC7K5

Roles and responsibilities of the para-educator related to instruction, intervention, and direct service

ECSE7K1

Theories and research that form the basis of developmental and academic curricula and instructional strategies for infants and young children

ECSE7K2 Developmental and academic content

ECSE7K3 Connection of curriculum to assessment and progress monitoring activities

Skills

ICC7S1

Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs

ICC7S2

Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members

ICC7S3 Involve the individual and family in setting instructional goals and monitoring progress

ICC7S4 Use functional assessments to develop intervention plans

ICC7S6 Sequence, implement, and evaluate individualized learning objectives

ICC7S7 Integrate affective, social, and life skills with academic curricula

ICC7S8

Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences

ICC7S9 Incorporate and implement instructional and assistive technology into the educational program

ICC7S10 Prepare lesson plans

ICC7S11 Prepare and organize materials to implement daily lesson plans

ICC7S12 Use instructional time effectively

ICC7S13 Make responsive adjustments to instruction based on continual observations

ICC7S14 Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions

ICC7S15 Evaluate and modify instructional practices in response to ongoing assessment data

ECSE7S2 Plan and implement developmentally and individually appropriate curriculum

ECSE7S3 Design intervention strategies incorporating information from multiple disciplines

IECSE7S3

Implement developmentally and functionally appropriate activities, using a variety of formats, based on systematic instruction

ECSE7S5 Align individualized goals with developmental and academic content

ECSE7S6

Develop individualized plans that support development and learning as well as caregiver responsiveness

ECSE7S7

Develop an individualized plan that supports the child’s independent functioning in the child’s natural environments

ECSE7S8

Make adaptations for the unique developmental and learning needs of children, including those from diverse backgrounds

Standard 8: Assessment

Knowledge

ICC8K1 Basic terminology used in assessment

ICC8K2 Legal provisions and ethical principles regarding assessment of individuals

ICC8K3 Screening, pre-referral, referral, and classification procedures

ICC8K5 National, state or provincial, and local accommodations and modifications

ECSE8K1 Role of the family in the assessment process

ECSE8K2 Legal requirements that distinguish among at-risk, developmental delay and disability

ECSE8K3

Alignment of assessment with curriculum, content standards, and local, state, and federal regulations

Skills

ICC8S1 Gather relevant background information

ICC8S2 Administer nonbiased formal and informal assessments

ICC8S3 Use technology to conduct assessments

ICC8S4 Develop or modify individualized assessment strategies

ICC8S5 Interpret information from formal and informal assessments

ICC8S6

Use assessment information in making eligibility, program, and placement decisions for

individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds

ICC8S7 Report assessment results to all stakeholders using effective communication skills

ICC8S8 Evaluate instruction and monitor progress of individuals with exceptional learning needs

ICC8S9 Create and maintain records

ECSE8S1 Assist families in identifying their concerns, resources, and priorities

ECSE8S2 Integrate family priorities and concerns in the assessment process

ECSE8S3 Assess progress in the five developmental domains, play, and temperament

ECSE8S4 Select and administer assessment instruments in compliance with established criteria

ECSE8S5

Use informal and formal assessment to make decisions about infants and young children’s development and learning

ECSE8S6 Gather information from multiple sources and environments

ECSE8S7

Use a variety of materials and contexts to maintain the interest of infants and young children in the assessment process

ECSE8S8

Participate as a team member to integrate assessment results in the development and implementation of individualized plans

ECSE8S9

Emphasize child’s strengths and needs in assessment reports

ECSE8S10 Produce reports that focus on developmental domains and functional concerns

Standard 9: Professional and Ethical Practice

Knowledge

ICC9K1 Personal cultural biases and differences that affect one’s teaching

In document Significado de la maternidad para la mujer adolescente (página 30-32)